UNIVERSITY OF MAINE AT FARMINGTON COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Mr. Falasca Lesson #: 1Facet: Explanation Grade Level: 9-12 Numbers of Days: 1-2 Topic:
PART I:
Objectives
Students will understand that the relationship between the American colonies and England was filled with tension. Students will know important people (John Adams, Samuel Adams, Samuel Dawes, Paul Revere, Robert Walpole, Thomas Hutchinson, James Townshend, and Ben Franklin.), sequence and timelines (Salutary Neglect-Thomas Hutchinson, Stamp Act- Lexington and Concord), and key factual information (Sons of Liberty, Loyal Nine, British, Taxes, press, Boston, New York, Philadelphia.) Students will be able to justify the colonists feelings of unfairness. PRODUCT: Blog/Journal
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment Content Area: Social Studies Standard Label: E. History Standard: Students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help make one better understand and make informed decisions about the present and future. Grade Level Span: Grade 9-Diploma "World War II and Postwar United States 1939-1961" Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World. Performance Indicators: a,c,e...
Rationale: Students will use primary and secondary sources documents such as newspapers, legal documents, and books to show the change in dynamic between the colonies and England.
Assessments
Pre-Assessment: (Lesson 1 only)
Give out a short answer packet asking questions about key figures and events. Assure students that it won't be graded. Formative (Assessment for Learning) Section I – checking for understanding during instruction
Using Flag It can help me identify what concepts students are struggling with so I can approach it in a different way. Section II – timely feedback for products (self, peer, teacher)
Students will use a checklist to make sure their assignments are properly completed before handing in. I will then check for proper completion and make notes on where the student can improve before handing in a final product. I will then check for proper completion and make notes on where the student can improve before handing in a final product.
Summative (Assessment of Learning):
This unit is about Pre-Revolutionary America. In this unit, students will understand key figures, events, and cultural aspects of our nations past. We will be using all sorts of fascinating technologies to see the perspectives of both the colonists and the English. Some of these technologies include Comic Life, Glogster, and Podcasts. Understanding key figures and events from our pastime is vital to understanding how we came to be today. Starting with the French and Indian War all the way through the Declaration of Independence, students will piece together the revolutionary ideas of our founding fathers and come to understand the separation from England was an inevitable event.
Integration Technology:
Students will have to use blogs to write from a colonists point of view and along with text, students will have to have a required amount of video blog entries.
Content Areas:
English: We will be using blogs that will be expected to use proper spelling and grammar.
Art: Students will be re-enacting key events from the specific historical time period. Also, students will be asked to make cartoons and drawings to help ensure mastery of knowledge.
Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction
I am using the Fact and Opinion graphic organizer to have students write their opinion on a topic and come back to it later to write the fact behind their opinions. I will be using the Mix-Pair-Freeze cooperative learning activity to meet with other students and share their opinions and find out the facts together.
Section II – Groups and Roles for Product
By using a blog, students will be able to explain why the colonists felt they were treated unfairly using the colonists perspective. There will be different groups picked by assigning every kid a number 1-4. Each team will will write a blog as a colonist responding to a particular event in the French and Indian War. Each team member needs to have their own inputs into the blogs.
Differentiated Instruction Verbal: Pick one of the battles from the French and Indian War and prepare a short presentation about the events of the battle. (Where was it? Who fought? Who won? etc.) Logic: What would happen if the French won the French and Indian War? Would the United States exist? Would we be a French colony? Visual: Creating a poster displaying major people involved in the French and Indian War will cover good background information. Kinesthetic: Role playing a daily life at a British military camp will bring great understanding what conditions soldiers had deal with. Musical: Music and war can go hand in hand. What type of marching songs did soldiers march to? Interpersonal: Students will write their opinions about what the French and Indian War was about. Then, students will move and pair with each other through the Mix-Pair-Freeze activity to compare students opinions. Later, students will get together in groups to write the actually fact about the French and Indian War. Intrapersonal: Students will reflect upon the French and Indian War by writing a blog from a colonist perspective using the facts uncovered through the Fact and Opinion and Mix-Pair-Freeze activity. Naturalist: Students will describe what conditions soldiers had to deal with through each of the four seasons keeping in mind their location at specific times of the year.
Modifications/Accommodations From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
Students will pickup their missing work from the Missing Work shelf. A website or Wiki page will be developed for students to read notes and instruction to properly learn the information missed. Also, before/after school hour meetings may be made in order to catch up on missed assignments.
Extensions
Type II technology:
Students will have to use blogs to write from a colonists point of view and along with text, students will have to have a required amount of video blog entries.
Gifted Students:
These students will blog about the positive and negative impacts of the French and Indian War. They also must include hyperlinks within their blog that shows that they received information from a valid site.
Materials, Resources and Technology List all the items you need for the lesson.
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Agenda: Day 1 80 minutes
Teacher introduction (3mins)
Student introduction (3mins)
Syllabus explanation (10mins)
Multiple Intelligence survey (40mins)
Breakdown of MI results (7mins)
Hook (Video 5mins)
Fact and Opinion Graphic Organizer on the French and Indian War (7mins)
Brief introduction of the French and Indian War (5mins)
Classroom arrangement:My classroom will be set in circular groups where no one's back will be facing away from the front of the room.
My classroom will be set in circular groups where no one's back will be facing away from the front of the room. Students will understand that the relationship between the American colonies and England was filled with tension. Understanding how we came to be the country we are means understanding how we started out. Students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help make one better understand and make informed decisions about the present and future. I will hook my students into my lesson by showing a rap video about the French and Indian War with musical background from Lincoln Park's In the End song and historical re-enactions of the war from The History Channel.http://www.youtube.com/watch?v=O-FoH-dAiWM. Where, Why, What. Hook Tailor, MI's Used are Visual, Musical, and Verbal.
Students will know important people (John Adams, Samuel Adams, Samuel Dawes, Paul Revere, Robert Walpole, Thomas Hutchinson, James Townshend, and Ben Franklin.), sequence and timelines (Salutary Neglect-Thomas Hutchinson, Stamp Act- Lexington and Concord), and key factual information (Sons of Liberty, Loyal Nine, British, Taxes, press, Boston, New York, Philadelphia.) (See Content Notes). I am using the Fact and Opinion graphic organizer to have students write their opinion. I will then provide them with a list of facts to see if their opinions were right or wrong. After, I will be using the Mix-Pair-Freeze cooperative learning activity to meet with other students and share their opinions and find different facts from other students. Using Flag It, it can help me identify what concepts students are struggling with so I can approach it in a different way. Equip, Explore Rethink, MI's used are Interpersonal, Visual, and Verbal.
Students will be able to justify the colonists feelings of unfairness. Blog/journal entries will be written using the blogger.com link to write from a colonists point of view displaying the justification of their feelings. Each blog entry will be responding to a certain event in the era and should reflect the overall feelings of the colonists. Not only should you reflect their feelings, but it should also reflect their plans of response and meet all criteria of the checklist that will be handed out. Students will read each others blogs and provide comments in the form of a feedback sandwich. As a class we will walk through blogger.com and create an account and together, we will explore all the features that we will utilize during assignments. I will group my students by the tables they are sitting at and assign each table a role from either the British or colonists perspective. Explore, Experience, Rethink, Revise, Refine, MI's used are Intrapersonal, Visual, and Verbal.
I will read blog entries and compare them to the checklist and grade projects based upon content of the assigned rubric.
Today, during the first class I would like to cover the basics. I will introduce myself and tell them a little bit about my background. Each person will have to state their name and two of their favorite hobbies. I would like to go over the syllabus and any policies regarding homework, absences, late work, grading, etc. Next, I would like to hand out the Multiple Intelligence survey for the students to fill out and turn in so i know what type of learners they are. I don't expect to cover much, but the basics of the French and Indian War this first day. I expect the Multiple Intelligence test and introductions will take up a good portion of the day.
Brief overview of the war
The two big sides of this war were the British and the French. At this point, the French had a lot more success in North America land wise and relations wise with the natives. The French would supply the natives with weapons they would trade for fur and other items. The natives would use these weapons to attack colonists on the then western frontier. The colonists made their feelings known to their British protector who was already jealous of French success. The winner of this war would have total domination of North America, the Caribbean, and in India. The major part of the war however, was fought in North America. At this point, England had been fighting wars constantly and adding this one to their woes just complied debt. A British victory meant domination, but it also meant that they needed to raise money and they sought to do this by taxing the colonists who felt it undeserved. This started the major tension between colonists and England that would ultimately lead to separation.
Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages)
Handouts
Multiple Intelligence survey, Fact and Opinion Graphic Organizer, Checklist, Definition of each intelligence sheet.
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: All instructions and expectation will be clearly established for all students. The instruction will clearly lay out a path towards mastery.
Microscope: This instruction will challenge students to think deeper about content. Whether it's self reflecting or discussing with peers, students will come up with their own sense of mastery through exploration.
Puppy: An influential positive environment will be provided to help support these students. Being positive, listening, and being respectful of everyone's opinions and ideas will be a main focus.
Beach Ball: Students will be given a wide variety of options on how they want to complete their tasks. They may choose to work self assigning titles for everyone to play an equal role in projects will be used.
Rationale:This lesson is created to introduce students to the French and Indian War. I intend to clear up any misconceptions and also to make students think about the impact of the war.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
Using Flag It can help me identify what concepts students are struggling with so I can approach it in a different way.
Summative:
blog/journal entries written from a colonists point of view displaying the justification of their feelings.
Rationale:
Using Flag It can help me identify what concepts students are struggling with so I can approach it in a different way. Also, blog/journal entries written from a colonists point of view displaying the justification of their feelings.
Rationale: Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
MLR or CCSS:
Facet: Explain.
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
(Verbal): Pick one of the battles from the French and Indian War and prepare a short presentation about the events of the battle. (Where was it? Who fought? Who won? etc.)
(Logic): What would happen if the French won the French and Indian War? Would the United States exist? Would we be a French colony?
(Visual): Creating a poster displaying major people involved in the French and Indian War will cover good background information.
(Kinesthetic): Role playing a daily life at a British military camp will bring great understanding what conditions soldiers had deal with.
(Musical): Music and war can go hand in hand. What type of marching songs did soldiers march to?
(Interpersonal): Students will write their opinions about what the French and Indian War was about. Then, students will move and pair with each other through the Mix-Pair-Freeze activity to compare students opinions. Later, students will get together in groups to write the actually fact about the French and Indian War.
(Intrapersonal): Students will reflect upon the French and Indian War by writing a blog from a colonist perspective using the facts uncovered through the Fact and Opinion and Mix-Pair-Freeze activity.
(Naturalist): Students will describe what conditions soldiers had to deal with through each of the four seasons keeping in mind their location at specific times of the year.
Type II Technology:
Rationale:Students will use a blog/online journal to write as a colonists. Students will be engaged in deeper thinking about how and why colonists would react to certain situations will demonstrate complete understanding.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale:
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Mr. Falasca Lesson #: 1 Facet: Explanation
Grade Level: 9-12 Numbers of Days: 1-2
Topic:
PART I:
Objectives
Students will understand that the relationship between the American colonies and England was filled with tension.
Students will know important people (John Adams, Samuel Adams, Samuel Dawes, Paul Revere, Robert Walpole, Thomas Hutchinson, James Townshend, and Ben Franklin.), sequence and timelines (Salutary Neglect-Thomas Hutchinson, Stamp Act- Lexington and Concord), and key factual information (Sons of Liberty, Loyal Nine, British, Taxes, press, Boston, New York, Philadelphia.)
Students will be able to justify the colonists feelings of unfairness.
PRODUCT: Blog/Journal
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Content Area: Social Studies
Standard Label: E. History
Standard: Students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help make one better understand and make informed decisions about the present and future.
Grade Level Span: Grade 9-Diploma "World War II and Postwar United States 1939-1961"
Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
Performance Indicators: a,c,e...
Rationale:
Students will use primary and secondary sources documents such as newspapers, legal documents, and books to show the change in dynamic between the colonies and England.
Assessments
Pre-Assessment: (Lesson 1 only)
Give out a short answer packet asking questions about key figures and events. Assure students that it won't be graded.
Formative (Assessment for Learning)
Section I – checking for understanding during instruction
Using Flag It can help me identify what concepts students are struggling with so I can approach it in a different way.
Section II – timely feedback for products (self, peer, teacher)
Students will use a checklist to make sure their assignments are properly completed before handing in. I will then check for proper completion and make notes on where the student can improve before handing in a final product. I will then check for proper completion and make notes on where the student can improve before handing in a final product.
Summative (Assessment of Learning):
This unit is about Pre-Revolutionary America. In this unit, students will understand key figures, events, and cultural aspects of our nations past. We will be using all sorts of fascinating technologies to see the perspectives of both the colonists and the English. Some of these technologies include Comic Life, Glogster, and Podcasts. Understanding key figures and events from our pastime is vital to understanding how we came to be today. Starting with the French and Indian War all the way through the Declaration of Independence, students will piece together the revolutionary ideas of our founding fathers and come to understand the separation from England was an inevitable event.
Integration
Technology:
Students will have to use blogs to write from a colonists point of view and along with text, students will have to have a required amount of video blog entries.
Content Areas:
English: We will be using blogs that will be expected to use proper spelling and grammar.
Art: Students will be re-enacting key events from the specific historical time period. Also, students will be asked to make cartoons and drawings to help ensure mastery of knowledge.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
I am using the Fact and Opinion graphic organizer to have students write their opinion on a topic and come back to it later to write the fact behind their opinions. I will be using the Mix-Pair-Freeze cooperative learning activity to meet with other students and share their opinions and find out the facts together.
Section II – Groups and Roles for Product
By using a blog, students will be able to explain why the colonists felt they were treated unfairly using the colonists perspective. There will be different groups picked by assigning every kid a number 1-4. Each team will will write a blog as a colonist responding to a particular event in the French and Indian War. Each team member needs to have their own inputs into the blogs.
Differentiated Instruction
Verbal: Pick one of the battles from the French and Indian War and prepare a short presentation about the events of the battle. (Where was it? Who fought? Who won? etc.)
Logic: What would happen if the French won the French and Indian War? Would the United States exist? Would we be a French colony?
Visual: Creating a poster displaying major people involved in the French and Indian War will cover good background information.
Kinesthetic: Role playing a daily life at a British military camp will bring great understanding what conditions soldiers had deal with.
Musical: Music and war can go hand in hand. What type of marching songs did soldiers march to?
Interpersonal: Students will write their opinions about what the French and Indian War was about. Then, students will move and pair with each other through the Mix-Pair-Freeze activity to compare students opinions. Later, students will get together in groups to write the actually fact about the French and Indian War.
Intrapersonal: Students will reflect upon the French and Indian War by writing a blog from a colonist perspective using the facts uncovered through the Fact and Opinion and Mix-Pair-Freeze activity.
Naturalist: Students will describe what conditions soldiers had to deal with through each of the four seasons keeping in mind their location at specific times of the year.
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
Students will pickup their missing work from the Missing Work shelf. A website or Wiki page will be developed for students to read notes and instruction to properly learn the information missed. Also, before/after school hour meetings may be made in order to catch up on missed assignments.
Extensions
Type II technology:
Students will have to use blogs to write from a colonists point of view and along with text, students will have to have a required amount of video blog entries.
Gifted Students:
These students will blog about the positive and negative impacts of the French and Indian War. They also must include hyperlinks within their blog that shows that they received information from a valid site.
Materials, Resources and Technology
List all the items you need for the lesson.
Source for Lesson Plan and Research
www.blogger.com so that students can blog as a colonist
Fact and Opinion Graphic Organizer to find out how much students already know about the French and Indian War. (People, Places, Events, Ideas, etc.)
Mix-Pair-Freeze Cooperative Learning Activity
Information on the French and Indian War. Particularly the motives of Britain and the effect it had on the colonists.
The key people, battles, and places of the French and Indian War, or also known as the Seven Years War.
A timeline of events of the French and Indian War.
The Proclamation of 1763 was a key controversial result of the end of the French and Indian War.
The Treaty of Paris and its impact on the colonies
Multiple Intelligence survey to understand how my students learn.
Definition of each intelligence
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Agenda:
Day 1 80 minutes
Classroom arrangement: My classroom will be set in circular groups where no one's back will be facing away from the front of the room.
My classroom will be set in circular groups where no one's back will be facing away from the front of the room. Students will understand that the relationship between the American colonies and England was filled with tension. Understanding how we came to be the country we are means understanding how we started out. Students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help make one better understand and make informed decisions about the present and future. I will hook my students into my lesson by showing a rap video about the French and Indian War with musical background from Lincoln Park's In the End song and historical re-enactions of the war from The History Channel. http://www.youtube.com/watch?v=O-FoH-dAiWM.
Where, Why, What. Hook Tailor, MI's Used are Visual, Musical, and Verbal.
Students will know important people (John Adams, Samuel Adams, Samuel Dawes, Paul Revere, Robert Walpole, Thomas Hutchinson, James Townshend, and Ben Franklin.), sequence and timelines (Salutary Neglect-Thomas Hutchinson, Stamp Act- Lexington and Concord), and key factual information (Sons of Liberty, Loyal Nine, British, Taxes, press, Boston, New York, Philadelphia.) (See Content Notes). I am using the Fact and Opinion graphic organizer to have students write their opinion. I will then provide them with a list of facts to see if their opinions were right or wrong. After, I will be using the Mix-Pair-Freeze cooperative learning activity to meet with other students and share their opinions and find different facts from other students. Using Flag It, it can help me identify what concepts students are struggling with so I can approach it in a different way.
Equip, Explore Rethink, MI's used are Interpersonal, Visual, and Verbal.
Students will be able to justify the colonists feelings of unfairness. Blog/journal entries will be written using the blogger.com link to write from a colonists point of view displaying the justification of their feelings. Each blog entry will be responding to a certain event in the era and should reflect the overall feelings of the colonists. Not only should you reflect their feelings, but it should also reflect their plans of response and meet all criteria of the checklist that will be handed out. Students will read each others blogs and provide comments in the form of a feedback sandwich. As a class we will walk through blogger.com and create an account and together, we will explore all the features that we will utilize during assignments. I will group my students by the tables they are sitting at and assign each table a role from either the British or colonists perspective.
Explore, Experience, Rethink, Revise, Refine, MI's used are Intrapersonal, Visual, and Verbal.
I will read blog entries and compare them to the checklist and grade projects based upon content of the assigned rubric.
Students will know...
Today, during the first class I would like to cover the basics. I will introduce myself and tell them a little bit about my background. Each person will have to state their name and two of their favorite hobbies. I would like to go over the syllabus and any policies regarding homework, absences, late work, grading, etc. Next, I would like to hand out the Multiple Intelligence survey for the students to fill out and turn in so i know what type of learners they are. I don't expect to cover much, but the basics of the French and Indian War this first day. I expect the Multiple Intelligence test and introductions will take up a good portion of the day.
Brief overview of the war
The two big sides of this war were the British and the French. At this point, the French had a lot more success in North America land wise and relations wise with the natives. The French would supply the natives with weapons they would trade for fur and other items. The natives would use these weapons to attack colonists on the then western frontier. The colonists made their feelings known to their British protector who was already jealous of French success. The winner of this war would have total domination of North America, the Caribbean, and in India. The major part of the war however, was fought in North America. At this point, England had been fighting wars constantly and adding this one to their woes just complied debt. A British victory meant domination, but it also meant that they needed to raise money and they sought to do this by taxing the colonists who felt it undeserved. This started the major tension between colonists and England that would ultimately lead to separation.
Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages)
Handouts
Multiple Intelligence survey, Fact and Opinion Graphic Organizer, Checklist, Definition of each intelligence sheet.
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: All instructions and expectation will be clearly established for all students. The instruction will clearly lay out a path towards mastery.
Microscope: This instruction will challenge students to think deeper about content. Whether it's self reflecting or discussing with peers, students will come up with their own sense of mastery through exploration.
Puppy: An influential positive environment will be provided to help support these students. Being positive, listening, and being respectful of everyone's opinions and ideas will be a main focus.
Beach Ball: Students will be given a wide variety of options on how they want to complete their tasks. They may choose to work self assigning titles for everyone to play an equal role in projects will be used.
Rationale:This lesson is created to introduce students to the French and Indian War. I intend to clear up any misconceptions and also to make students think about the impact of the war.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
Using Flag It can help me identify what concepts students are struggling with so I can approach it in a different way.
Summative:
blog/journal entries written from a colonists point of view displaying the justification of their feelings.
Rationale:
Using Flag It can help me identify what concepts students are struggling with so I can approach it in a different way. Also, blog/journal entries written from a colonists point of view displaying the justification of their feelings.
Rationale:
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
MLR or CCSS:
Facet: Explain.
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
(Verbal): Pick one of the battles from the French and Indian War and prepare a short presentation about the events of the battle. (Where was it? Who fought? Who won? etc.)
(Logic): What would happen if the French won the French and Indian War? Would the United States exist? Would we be a French colony?
(Visual): Creating a poster displaying major people involved in the French and Indian War will cover good background information.
(Kinesthetic): Role playing a daily life at a British military camp will bring great understanding what conditions soldiers had deal with.
(Musical): Music and war can go hand in hand. What type of marching songs did soldiers march to?
(Interpersonal): Students will write their opinions about what the French and Indian War was about. Then, students will move and pair with each other through the Mix-Pair-Freeze activity to compare students opinions. Later, students will get together in groups to write the actually fact about the French and Indian War.
(Intrapersonal): Students will reflect upon the French and Indian War by writing a blog from a colonist perspective using the facts uncovered through the Fact and Opinion and Mix-Pair-Freeze activity.
(Naturalist): Students will describe what conditions soldiers had to deal with through each of the four seasons keeping in mind their location at specific times of the year.
Type II Technology:
Rationale:Students will use a blog/online journal to write as a colonists. Students will be engaged in deeper thinking about how and why colonists would react to certain situations will demonstrate complete understanding.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale:
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: